Functional Behavior Assessment s2

Behavior Intervention Plan Instruction Sheet

A behavior intervention plan is a document that results from a functional behavior assessment. This plan involves more restrictive interventions/strategies and documentation must support the need to move to this level of support.

Step 1: Identify Behavior(s):

A. See step 1 of Functional Behavior Assessment B. This is a categorical term for the behavior. C. A behavior is something that is both observable and measurable. D. Place an (X) in the box of the category that most appropriately summarizes the target behavior. E. If there is more than one behavior, check all that apply.

Step 2: Operational Definition(s):

A. See step 2 of Functional Behavior Assessment B. The statement should specify exactly what behavior to observe. C. State what the behavior includes and excludes, if possible.

Example: Aggression: any hitting with an open palm or fist to exclude light touch or tapping.

D. Avoid stating a specific person/peer that the target behavior is directed to, or a specific location, or antecedent. This can be documented under step 5 and 6 on the FBA, if needed. E. If you placed an (X) in more than one box in Step 1, then you will need to write a definition for each behavior.

Step 3: Results of assessment tools:

A. See step 6 of the Functional Behavior Assessment. B. Record the information that was obtained from the assessment tools in the correct location on the form. C. Place a (P) in the box of the primary function and an (S) in the box of the secondary function(s).

Step 4: List the positive replacement behaviors that will be taught.

A. See step 7 of the Functional Behavior Assessment B. The replacement behaviors should be written with measurable criteria (see examples listed on BIP). C. Use positive reinforcement to teach the new behaviors. D. In order to extinguish the inappropriate target behaviors, the replacement behaviors should serve the same function.

1 Example:

Function Behavior Replacement Escape/ Non-Compliance . Request a Break Avoidance . Ask for Help Sensory/ Repetitive . Request activities that involve Automatic touching/rubbing rubbing and wet touch. Reinforcement (wet) . Wash table /Shaving cream Attention/ Aggression . Raise hand Social . Ask friend to play/hang out Reinforcement . Ask teacher for help Tangible/ Tantrum . Verbally state “no” or Shake head Preferred Item “no” to indicate protest . Request Break

Step 5: Determine staff responsible for implementation and instruction:

A. Determine which staff members will provide instruction and documentation of strategies. B. Place an (X) in the box for all that apply.

Step 6: Determine what motivates the student and what system of reinforcement will be used:

A. See step 7 of Functional Behavior Assessment to determine if a new reinforcement assessment should be completed at this time. B. List highly motivating reinforcers that will be used to teach replacement behaviors as determined from the reinforcement assessment. C. Determine which system of reinforcement will be used to teach replacement behaviors.  Token Earn Systems: a visual reinforcement system in which student(s) earn a predetermined amount of tokens, coins, stickers or other manipulative items in order to gain access to reinforcement. Upon the occurrence of the replacement behavior(s), the student will earn a token. This token can then be redeemed for preferred reinforcers.  Level System: designed to be an organizational framework for managing student behavior(s) where student’s access to greater independence and more privileges as they demonstrate increased behavior control. Upon occurrence of the replacement behavior(s), the student gains access to the next level of privileges or moves to a less restrictive level.  Work First/Then Earn System: a visual reinforcement system that allows students to access reinforcement after an individual task or replacement behavior has been demonstrated. Upon the occurrence of the replacement behavior the student will earn a break, or gain access to a predetermined reinforcement.  Behavior Contracts: written agreements between the staff and student which outline specific reinforcement for replacement behavior(s) and can be renegotiated if necessary. Upon occurrence of the replacement behavior(s), the student would gain access to the predetermined reinforcement as outlined by the contract.  Lottery/Raffle Tickets: tickets that are given to students to recognize specifically targeted replacement behavior(s) that are to be increased, which can then be turned in for a chance to have access to reinforcers. Upon the occurrence of the replacement behavior(s), the student would earn a ticket for the specified time period during which the behavior(s) occurred.  Class Performance Charts: charts that record performance of a common replacement behavior(s) for classroom management. Upon occurrence of the replacement behavior(s), the student gains access to the predetermined reinforcement.

2  Classroom Behavior Bingo: a board game used to reinforce a variety of replacement behavior(s) for classroom management. Upon the occurrence of the replacement behavior(s), a student would place a mark on the bingo board. Once the determine amount has been obtained, the student(s) gains access to predetermined reinforcement.

Step 7: Describe the reinforcement procedure for increasing desired/replacement behavior(s):

A. Which system of reinforcement will be used? B. When, where and how will the reinforcement be implemented? C. How long will the student have to participate in replacement behavior(s) before gaining access to reinforcement? How will data be collected on the replacement behaviors?

Examples of instructional techniques that may be used to teach the replacement behavior.  Modeling  Social Stories  Social Skills Curriculum  Role Play  Incidental teaching  1:1, Small Group, Large Group, Peer Model

Step 8: List the preventive strategies that contributed to the decrease in the target behavior(s):

A. See Step 7 of Functional Behavior Assessment to determine what strategies were used B. Refer to Medical, Environmental, Curricular, and Reinforcer/Replacement Interventions.

Step 9: Develop the instructional plan for implementing reactive procedures : A. Detail the procedures for decreasing the target behavior and responding to the behavior when the behavior occurs. It is unethical to implement these procedures without first implementing preventative strategies and a teaching plan that targets replacement behaviors. The student should continue to gain access to reinforcement for appropriate replacement behaviors.

Examples:  Response Cost/Token Earn Systems: established token system is basis for implementing a response cost procedure. Upon the occurrence of the targeted behavior(s), inappropriate behavior(s), the student either loses a token already in his possession or does not earn a token for the specified time period during which the behavior(s) occurred.  Level Systems: designed to be an organizational framework for managing student behavior(s) where student’s access greater independences and more privileges as they demonstrate increased behavior control. Used in a reactive procedure the student would not move to the higher level or would lose a level when participating in the target behavior.  Behavior Contracts: written agreements between the staff and student which outline specific consequences for behavior(s) and can be renegotiated if necessary. Upon occurrence of the targeted behavior(s), inappropriate behavior(s), the student would receive consequences as outlined by the contract. Used in a reactive procedure the student would not gain access to reinforcement contingencies when participating in the target behavior or consequences may outline the loss of certain reinforcing items, tasks or activities.

3  Lottery/Raffle Tickets: tickets that are given to students to recognize specifically targeted replacement behavior(s) that are to be increased. Used in a reactive procedure the student would not gain access to a ticket or would lose a ticket when participating in the target behavior.  Class Performance Charts: charts that record performance of a common target behavior(s) for classroom management. Used in a reactive procedure the student’s would not gain access to reinforcement contingencies when participating in the target behavior or consequences may outline the loss of certain reinforcing items, tasks or activities.  Extinction: withhold or discontinue reinforcement that has previously reinforced or maintained behavior, as a result the behavior decreases in the future.  Response Blocking: procedure in which the staff intervenes as soon as the student emits the target behavior in effort to prevent the occurrence. This is an effective technique used at times to treat behaviors maintained by automatic reinforcement. For example using gloves, helmets or other protective gear when student’s participate in self injurious behavior to block the response.  Non-Exclusionary Time Out: removing specific positive reinforcers or implementing planned ignoring of the behavior(s). Upon the occurrence of the targeted behavior(s), the student would remain with group and would continue activities, with no attention given to the targeted behavior(s), for the specified time period in which the behavior(s) occur.  Exclusionary Time Out: removing specific positive reinforces or implementing planned ignoring of the behavior(s). Upon the occurrence of the targeted behavior(s), the student would be placed in a time out area away from the group, or would not be included in activities, or given any attention for the targeted behavior(s), for the specified time period during which the behavior(s) occur.  Overcorrection: procedure in which the individual is required to overcorrect the environmental effects of his or her inappropriate behavior(s) and/or practice appropriate forms of behavior(s). Upon the occurrence of the targeted behavior(s), inappropriate behavior(s), the student would be prompted to clean up an item that was thrown, or practice walking in the hall instead of running for specific amount of repetitions.  Flooding: procedure in which the individual is required to repeatedly practice, with or without manual guidance, that targeted, inappropriate behavior(s). Upon the occurrence of the targeted inappropriate behavior(s), the student would be prompted to participate in the behavior for a specific amount of repetitions or a predetermined time frame that will deter student from participating in the behavior in the future.  Behavior Momentum: procedure used to redirect non-compliant behavior(s) and increase the rate of responding to a direction. A set of simple one step directives are given in quick repetition to gain compliance. When the student is compliant the original direction is repeated. Upon the occurrence of the targeted behavior(s), inappropriate behavior(s), the student would be given 5-10 simple directives such “put in” or “touch” item (mastered skills), with or without manual guidance, once the student is complying to the simple directives they are verbally reinforced and the original directive is repeated. If the targeted behavior(s), inappropriate behavior(s) occurs the procedure is repeated.

Step 10: Determine if the student requires a crisis or safety plan:

A. Support Team and/or Individual Education Plan teams should meet to determine if a crisis plan is necessary. B. Consider if a behavior(s) is dangerous to self or others and is unable to be maintained with current Behavior Intervention Plan.

Example ( see next page):

Student: Date:

Environment: Classroom Plan Written by: School Setting Behavior Definition: Running: any leaving designated area such as getting up from work station and moving to another part of the room or leaving circle time and going to another part of the room to include leaving the building. Arrival/Dismissal  An adult must meet the bus/parent outside the building  Student can not walk outside of the school building without adult with physical contact.  Once in the building will continue to need physical adult contact to walk to classroom. Transitions In Classrooms  Doors that lead to outside from classroom areas should be block off in some way to limit student’s access to leave the room (i.e. seating arrangements away from door, adult between him and door, objects between him and door.

Transitions In Classrooms (continued)  Student should have a set schedule for transitions within the classroom.  Student should be supervised by an adult for all transitions. Transitions Out Side the Classroom  Walking in the hallway, requires adult physical contact  Do not allow access to exit doors Outside Play  Must be directly supervised by an adult at all times.  Area must be fenced in or have specific boundaries that restrict roaming.  Exits must be guarded by an adult to ensure a secure environment.

Step 11: Monitor and update behavior intervention plan as needed:

A. Consistent documentation should occur on target and replacement behavior(s). B. See Step 3 of Functional Behavior Assessment. C. Record data and update Behavior plan every 9 weeks to determine progress.